Psychology for Effective Living ( Official )
WebCMS orange bar image
Psychology for Effective Living ( Official )
College logo image
WebCMS text image
Psychology for Effective Living ( Official )

Printer Friendly Version


SECTION A – Course Information

1. Course ID:

PSYC     33

Student Learning Outcomes

2. Course Title:

Psychology for Effective Living

3. Division:

Humanities and Social Sciences Division

4. Department:

Psychology Department

5. Subject:


6. Short Course Title:

Psyc for Effective Living

7. Proposed Effective Term:

Summer 2016

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:


Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:


Note:   Date to be entered by the Instruction Office.


2. Method of Instruction:


 Work Experience, Occupational


 Open Entry/Exit

 Lecture and Laboratory


 Independent Studies

 Distance Learning



3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.






         54.00 To


To be arranged:








Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:







To be arranged:







Total Hours:    


              54 To


To be arranged:





4. Credit Units:

  3.00 To


Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term


5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

200100 - Psychology, General

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)


6. SAM Priority Code: [Select One]



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.





7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:


8. General Course Information

a. Course Credit Status:

D Credit – Degree Applicable

b. State Transfer Code:

B Transferable, CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:


( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:



9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite

b.   Co requisite

c.   Advisories

d.   None


10. Course Special Designators:

Do not edit this text box. Use the 'Add'/'Remove' command buttons above.

11. Course Program Status:

These buttons are only active when the course reaches Stage 5 in WebCMS.


 Program Applicable


 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds



SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

 CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

 Applying for CSU Transfer Status

 UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

 Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.


SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.



Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

ASE - Lifelong Understanding and Self-Development
AAE - Life Long Understanding

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSE - Lifelong Understanding and Self-Development

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)



SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Emphasis on comprehension and application of psychological principles to daily life and personal growth. Topics include interpersonal relationships, sexuality, self and social influence, positive psychology, career and work, marriage and intimate relationships, parenting, aging, physical health, and other circumstances encountered in the life cycle. Considers personality development, psychological disorders, and therapeutic approaches, while emphasizing the importance of multicultural sensitivity and scientific research in the aforementioned topics.

b. Class Schedule Description:



Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Emphasizes the comprehension and application of psychological principles to daily life and personal growth.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

- Foundations of adjustment
- Theories of personality and adjustment
- Person perception--self and others
- Social thinking and social influence
- Positive psychology
- Stress and coping with stress
- Psychology and physical health
- Marital and intimate relationships
- Interpersonal communication
- Conflict resolution
- Gender issues
- Human sexuality
- Friendship and loneliness
- Addictions
- Careers, work, and retirement
- Parenting issues
- Adult development and aging
- Psychological disorders
- Diagnostic and Statistical Manual
- Therapeutic approaches
- Final examination

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)

3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Compare and contrast major theories of personality and apply them to daily life.
2. Analyze how attitudes, social perception, and social influence affect views of self and others.
3. Describe sources and moderators of stress in one's own life and evaluate healthy and unhealthy coping mechanisms.
4. Explain how psychological factors, nutrition, exercise, sleep and drug use influence physical and mental health.
5. Distinguish various psychological disorders as described in the current edition of the Diagnostic and Statistical Manual and the specific therapeutic techniques used to help people who demonstrate psychological disorders.
6. Demonstrate interpersonal communication skills and conflict resolution techniques.
7. Analyze ways gender and sexuality affect thinking and behavior.
8. Identify various aspects of interpersonal attraction such as the meaning of friendship, definitions of love, loneliness, and predictors of marital and relationship success.
9. Identify personal issues that relate to career planning and job satisfaction.
10. Demonstrate meaningful self-evaluation related to increasing lifelong personal well-being.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

Written paper: at least one 4-page reflective paper related to increasing lifelong personal satisfaction and well being
Research paper: research scholarly journals related to an approved topic and write a minimum 4 page research paper
Case study analysis: identify a specific disorder as reflected in the DSM and specify cause, symptoms, and appropriate therapeutic treatments in a 1-2 page essay
Document in an extensive journal both appropriate and inappropriate interpersonal communication and conflict resolution strategies as related to personal experience
Vision board project: Create a poster board that reflects one’s dreams and goals in areas of career, relationships, and lifelong satisfaction

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:


Category 3. Skills Demonstrations:


Category 4. Objective Examinations:

At least one objective exam that will use multiple choice, true/false, matching items, short answers, and/or essays to explain theoretical perspectives in adjustment

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. Type your responses to thought-provoking questions pertaining to textbook material and apply these questions to your daily life. Respond to at least 5 prompts over the course of the semester, in 1-2 pages for each prompt.
2. Complete a vision board or collage of words and pictures depicting your dreams and goals. Include several aspects of your life such as relationships, career, hobbies, or other important areas. Students will share this vision board with classmates.
3. Each student will be responsible for learning and implementing goal setting techniques in one area of his/her life, as discussed in class. Some examples are goals for nutrition, exercise, smoking, study habits, time management habits, managing anger, etc. Students will submit several forms to the instructor as well as a 2-3 page paper evaluating their experience and progress toward those goals.
4. Observe one's own conflict management skills. Keep a conflict journal for two months and record the conflict that occurred, with whom it occurred, and how the conflict was resolved. Include both the appropriate and inappropriate conflict resolution responses. Review the journal and write a 2-3 page response paper reflecting on the strategies and patterns used and the progress made over the course of the two months.
5. Compare and contrast the various theories of personality and critically evaluate how each would define the healthy personality as well as the person described in vignette or case examples. Describe the suggestions that various theorists would provide to help the person described in the vignette.


6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Weiten, Dunn, and Hammer


  Psychology Applied to Modern Life: Adjustment in the 21st Century


  Cengage Learning

Date of Publication:




b. Book 2:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:







Date of Publication:




c. Book 3:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:







Date of Publication: